This final report describes the fourth year of the New Nursery School Program (NNS) set up for environmentally deprived, Spanish-surnamed 3- and 4-year-old children. The school was organized as an autotelic environment which the children (15 in each of two sessions) attended for 3 hours a day. Upon entering, children were pretested on the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) and the NNS developed Categories ("C") test. Results of these tests and others were later compared and correlated with those of Group I, a similar sample of subjects, and Group II, advantaged preschoolers. Comparative analysis revealed few significant differences but indicated progressively less mean difference between the performance of NNS children and the advantaged group. The correlational analysis revealed no significant relationships, but it highlighted the need for other approaches to measure self-image. Longitudinally, public school teachers reported no difference between prior NNS graduates and other deprived children in terms of class standing. Improved daily attendance, increased confidence in individual ability, and positive attitude toward schoolwork are listed as qualitative gains for graduates of the program. Another report on the NNS program is available as ED 036 320. (WY)